Don’t worry, the deer was a stuffed toy, given special knitted innards to remove with kids to talk through how all the animal would have been used.
Other activities included learning how to make paint, string and fire using the materials available in the environment. It was definitely the most exciting workshop to run – but working in the Iron Age roundhouse came a close second.
Another amazing publication from Forestry and Land Scotland that I had the great joy of researching. Working with Alex Leonard I was able to pull together a lot more evidence of how people dressed and the personal possessions they may have had because much more evidence survives from the Iron Age than the Neolithic and Mesolithic.
This book was such a joy to research and write for. Once again I worked with artist Alex Leonard to develop authentic characters from Scotland’s Mesolithic. I looked for evidence of materials that would have been available and examples of them having been used in other cultures to counter the idea that hunter-gatherers would just have worn fur. Sealskin, fishskin, birdskins and even some woven or netted fabrics were featured. The character’s appearance is also informed by genetic studies of Mesolithic human remains from Europe which consistently reveals people had dark skin tones and dark hair, but often with pale eye colours.
The activities in this book include wonderful storytelling and map-making activities. Imagine living in a world with no maps, no roads, no signposts, no sat nav. We know that Mesolithic hunter-gatherers moved around, but how did they know where to go? How would they give instructions to each other?
Having a combination of archaeological and historical knowledge is really useful for the primary history curriculum in England, as most of the topics are understand through one or both. I’ve been lucky to provide historical and educational consultancy for the development of animated videos or games for BBC Bitesize on the following topics:
I’m incredibly proud to have been part of a team of creators on a book commissioned by Matthew Ritchie of Forest and Land Scotland (formerly Forestry Commission Scotland) that’s available as a free PDF or as a hard copy just for the price of postage and packing. Go to this web page to download it – First Foresters: exploring the world of the Neolithic pioneers in Scotland’s ancient wildwood.
Matt brings together groups of writers and artists most, but not all, with an archaeological bent and always produces fantastic resources for specific use with the Scottish Curriculum for Excellence, but that will be useful to schools in the rest of the British Isles as well. This publication focuses on the use of forests by Neolithic farmers.
Front cover of The First Foresters with linocut by Liz Myhill and characters by Alex Leonard
It is organised roughly into chronological sections looking at the development of timber monuments throughout the Neolithic in Scotland, but there are parallels for many of these Scottish structures in the rest of the Britain and in Ireland. Huge timber halls, wooden circles and post flanked cursuses accompanied the stone monuments that we know so much better because they’re still here, for the most part.
‘Combination Tree’ by Alan Braby
I provided ideas for the classroom and woodland based activities that could help teachers explore the use of the timber resource in Scotland’s heavily forested Neolithic. One of these was like a ‘Combination Man’ game where one person draws the feet and legs, covers what they’ve done and passes it on and then the next person draws the torso, and the final person draws the head. With the help of Alan Braby, a superb illustrator, the book suggests ‘Combination Post’ game where children draw what they think the posts of a timber circle might have looked like. Is it carved? Painted? Left as it is? Has the tree been turned upside down so the roots stick out of the top?
Hafted Axehead by Alice Watterson
Alan Braby also provided very intricate reconstruction drawings of the monuments in use, including a very grisly ‘Table of Bones’, a mortuary structure for excarnation. Alice Watterson produced more intimate reconstructions of the personal use of tools in the Neolithic. Linocut landscapes, including the one on the cover, were produced by Liz Myhill. John MacPherson was given the task of locating typical woodlands around Scotland and photographing them without people, to get a feel for the different types of woodland and the emotions they evoke. As Matt Ritchie says in the book, he wanted photos of woodlands that were ‘open, light and safe;… bare, skeletal and dormant; deep, dark and scary…’
Gavin MacGregor and Ingrid Shearer of Northlight Heritage were given the job of writing stories exploring the different ways that people in the Neolithic may have used and viewed the forest; as a resource; as a scary place to be avoided; as an ancestral home. These evocative tales were the basis of ten characters sketches that I wrote. Alex Leonard really brought them to life, though, with his beautiful cartoon style drawings of them. Winta and Shaarmarke, Ani and Uri (and Boudin the dog), Tanta and Laki have all become my friends now.
Characters created by Alex Leonard
Gavin, Ingrid and I took part in the Third Public Archaeology Twitter Conference and explained some of the process from storytelling to illustration. Here is the moment I created on Twitter: #PATC3 First Foresters and response
I was so lucky to work on this wonderful project with all these talented people, who could have thought I would ever get the chance to do anything quite so cool again. But that’s another story.
I don’t want to use the J word, but I have been deleting old emails recently and it reminded me about the way my freelancing career has developed over the years.
At first it all started as an extra to full time work. I left English Heritage to work at the London Borough of Camden on a Heritage Lottery Funded project, but I was keen to continue to do something in association with the Charles Darwin Trust and, as it turned out, they wanted that too so I started to do some writing and teaching work with them. During the bicentenary of Darwin’s birth and 150th year since the publication of Origin, 2009, I was very busy with work for them as well as work for Camden. It quietened down a little in 2010, and then got quieter still after that, and I had a new baby which also reduced the amount I could do.
Pitt Rivers Museum at night
I eventually moved from the London Borough of Camden to another employed role at the Pitt Rivers Museum and freelancing went by the wayside. After the maternity cover contract ended I decided to go it on my own. The costs of childcare while working full-time were too onerous and I wanted to spend more time with my little one. At first I trained to be a childminder and managed three months of this. Childminding is not an easy job, let me tell you. I was more tired doing that than any other job I have had, and I have worked as a field archaeologist, in the catering industry and now visit schools to do days of teaching, all of which are tiring but not like childminding. So I looked for other things.
All of a sudden, I found things. I had experience of writing for teachers through English Heritage and the National Museums Online Learning Project so a friend introduced me to a friend who had set up a business called Plan Bee. She needed a history specialist to write lesson plans and resources for the new curriculum so I took that on, writing lesson plans on the Prehistory of Britain, the Shang Dynasty of China, and the Kingdom of Benin, for instance. With this experience under my belt I approached the Hamilton Trust, on the advice of another friend, and said I could write their Prehistory of Britain topic. I found the Hamilton Trust work much more in depth and I still write for them, just recently having finished a recap of all British history for a post-SATS topic for Year 6s.
Roman cooking day at Wycombe Museum
At the same time I had applied for two local jobs. One was as a secretary for my village’s Neighbourhood Plan at £10 an hour and this lasted for over a year with me working mainly in the evenings. I also applied to be a workshop leader at the Chiltern Open Air Museum and I work there still on a zero-hours contract mainly teaching schools but also families and home ed groups. I also volunteered for Kids in Museums and an opportunity came along to take over organising their workshops on working with families and young people.
I set up Schools Prehistory in order to get information out to teachers for the new topic in primary history, as it is my specialist subject, and I think on the back of that was approached by a contact from the British Museum (which was part of the National Museums Online Learning Project that I had written for) to apply for a job as a writer on the Teaching History in 100 Objects website that the DoE had funded to support the new history curriculum across Key Stages. I wrote about lots of objects for them from Late Bronze Age logboats from Must Farm to a cloth celebrating Ghanaian independence from 1957.
Stone Age Woman, hear me roar
I also started marketing myself as a time travelling visitor with Schools Prehistory to schools and still visit schools across the south-east and midlands as a Stone Age, Roman, Saxon of Viking woman or as an archaeologist, sometimes with colleagues and sometimes on my own. I had difficulty in selling lesson plans through my own website so now they can be downloaded if teachers sign up to my newsletter.
As a time traveller, and for the purpose of developing a Mesolithic workshop at the Chiltern Open Air Museum, I developed some bushcraft skills and so my latest venture has been to set up 500 BC. I asked the Forestry Commission, who look after Wendover Woods near me, whether I could work on their site and duly applied for a licence to do so and now run toddler groups, home ed courses, family and adult bushcraft days, holiday clubs, school visits and team-building workshops. I am expanding to other sites and to sub-contracting.
I have also tendered for shorter freelance contracts conducting market research with families, or devising and piloting schools workshops but have not had much luck with those. Where I have been successful it’s usually through recommendations and word of mouth.
This isn’t meant to be a self-congratulatory post. I wanted to show how I built my freelancing portfolio, which is a little unusual, but has all the elements of how to be successful at freelancing whatever field you’re in.
Network. Having a good network that you stay in contact with via social media and attending sector events is essential.
Don’t be afraid to approach people cold. Before you do this you have to do your research and be sure that they want something only you can offer.
Create your own opportunities if you can – apply for funding, see a need in the market you can fulfill.
Collaborate. Find like-minded people you can sub-contract to (you’ll need employer’s insurance) or pass work to, and they will hopefully pass some back.
Try to have a couple of relationships that bring in a regular income and supplement them with shorter contracts. Then when you need to find the next job, you still have a little work and money to tide you over (I can’t say I’m very good at saving!)
Be flexible. Not everything you will end up doing is going to totally rock your world. As you get more confident and busier, you will be able to say ‘No thanks’ to those contracts that don’t totally float your boat.
I hate saying this, because it’s not something I love doing, but you will need a brand. Either that’s your name or a trading name that will represent you. As you can see, I have a couple of different ones for different strands of my work.
If something doesn’t work, learn from it and move on.
I just had a random thought this morning that all this talk from archaeologists like me but also ecologists, scientists, artists, business people, teachers themselves and many, many others about the importance of learning outside the classroom may belie an underlying, perhaps subconscious, assumption that school is not the best place to teach kids.
I say perhaps subconscious because most of us are aware of how much work teachers put in to creating engaging experiences for their kids, and I always try to write engaging materials for teachers to use in their constrained environment. But on the other hand we are also aware of just how much more engaging, stimulating, exciting and challenging learning outside the classroom in the school field, the library, a park, a museum, a gallery, a theatre (the list is endless), can be.
Kids used to learn outside the classroom all the time, before universal schooling. Did they learn more, or better, then? I guess not, learning to read, write and, to a certain extent, do maths is difficult outside a classroom. I seem to be arguing for a focus on the three Rs in schools and jettisoning the arts, humanities and sciences from the curricula. But that’s not the essence of my argument. I’m arguing for embracing more creative ways to teach the non-core subjects that will also support and apply the core skills.
Everything that can be taught outside the classroom, should be taught outside the classroom. Schools could become arbiters of real life experiences rather than child corrals. I guess that’s where many home-edders are coming from. The logistics would be horrendous and state funding would have to be massively increased, but it’s a thought.
The British Museum was commissioned by the Department for Education to create resources for the new history curriculum at Key Stage 2 and 3, Teaching History in 100 Objects. The format was similar to the radio series by the museum’s director, Neil MacGregor, A History of the World in 100 Objects. In reality these 100 objects were just jumping off points for finding an infinite array of objects to use in the classroom.
I wrote all the object files for the new area of the Key Stage 2 curriculum, Changes in Britain from the Stone Age to the Iron Age. Some of these objects are really iconic to archaeologists so it was very excited to be able to write about them.
It was very interesting to work out what the big messages embodied in the objects were, rather than explain it from an archaeological perspective. The red deer frontlet headdress from Star Carr, for instance, stood for the rich and complex culture and belief systems of the early Mesolithic hunter-gatherers. A saddle quern from Wales reflected the change to farming and the important role of women (presumably the ones who used the querns to grind grain, though I’m happy to be challenged on that interpretation) in the Neolithic.
Doing this work also introduced me for the first time to the Must Farm excavations, which are ongoing. The earlier excavations uncovered eight scuttled logboats dating from the Late Bronze Age and Early Iron Age, preserved in the waterlogged mud of an ancient riverbed. I was very lucky to go and visit the more recent excavations of a roundhouse that had been preserved by conflagration and then submergence in the same water, a little downstream.
I also wrote about Anglo-Saxon, Pictish and Scottish objects for the Key Stage 2 curriculum and a selection of later objects for the Key Stage 3 curriculum, including a demi-culverin cannon from the Mary Rose, a banner of the Jewish Baker’s Union, a burned Second World War ID badge belonging to Thelma Barlow of the Parnall’s Aircraft Factory (she survived, thankfully) and a cloth celebrating Ghanaian independence.
It was a fabulous project to work on, with such a range of interesting objects to write about. Since then the British Museum has partnered with the TES to run Huge History where schools work on their own museum objects. More objects being studied in the classroom is great by my book.
I really enjoyed writing about fossils, while my co-writer wrote about dinosaurs, for the Hamilton Trust. I think it was one of the most enjoyable blocks I have so far written for them, despite having also written Stone Age to Iron Age Britain, the Shang Dynasty of China, the Ancient Greeks and the history of various sports.
I got to write about some very interesting characters in the history of science, including Mary Anning, Charles Darwin and William Buckland. Mary Anning and Charles Darwin are specifically mentioned in the Key Stage 2 science curriculum, of course, and both their stories are very engaging, if very different.
Mary was the daughter of a cabinetmaker and lived in Lyme Regis. She managed to get some rudimentary schooling and learned to read and write, but that was it. She made her living by finding fossils on the beach and selling them to collectors. Most of these were wealthy, educated gentlemen dabbling in natural history who went on to publish the finds as their own. Now the specimens she uncovered are being reclaimed for her. I was excited to see a huge ichthyosaur (a marine reptile from the same time as the dinosaurs) she found in the Natural History Museum in London recently.
I am very fond of Charles Darwin, and I have written about him elsewhere, but I didn’t know very much about William Buckland before writing this block for the Hamilton Trust, so it was quite a journey of discovery! I wrote the block using a ‘Take One Picture’ model, which has been used for museum teaching quite a lot. The image in question was a silhouette (very popular in the nineteenth century) of Buckland and his wife and son and several of their fossils.
Buckland found many Ice Age fossils in his explorations of Britain’s caves, including Kirkdale in Yorkshire and Goats Hole Cave on the Gower Peninsula of Wales. Famously, he discovered a skeleton in the latter that he named the Red Lady of Paviland and posited that she was a Roman camp follower. In reality the ‘Red Lady’ is actually a man and may date back as far as 30,000 years, a burial from the Upper Palaeolithic.
He’s more famous, though, for identifying the first dinosaur, although they weren’t called that at the time. Earlier finds of the same dinosaur, Megalosaurus, had been thought to have come from Roman war elephants. He noticed that a jaw bone looked very much like modern lizards, but much larger, and therefore coined the name. His wife, Mary, was an excellent scientific illustrator as well as a natural historian in her own right, and drew the Megalosaurus jaw in question for her husband’s publication.
Quite wonderfully, he also coined the term coprolite for fossilised faeces, having first been notified by Mary Anning of strange stones found in the abdominal area of the ichthyosaurs she was finding.
The block gave me an opportunity to explore the history of science with children, and to reflect on how science works, how it is important to publish and get your name on discoveries, and the social history of the nineteenth century where women were not given the scientific kudos they deserved. I may also have revealed Buckland’s proclivity to eat every animal he came across, from bluebottles to mice on toast by way of panther. Well, I couldn’t not, could I?
![[AW1] Hafted Axehead (copyright FCS by Alice Watterson 2018) (low res)](https://kimbiddulphdotnet.files.wordpress.com/2019/03/aw1-hafted-axehead-copyright-fcs-by-alice-watterson-2018-low-res.jpg?w=300)
I just had a random thought this morning that all this talk from 
Kids used to learn outside the classroom all the time, before universal schooling. Did they learn more, or better, then? I guess not, learning to read, write and, to a certain extent, do maths is difficult outside a classroom. I seem to be arguing for a focus on the three Rs in schools and jettisoning the arts, humanities and sciences from the curricula. But that’s not the essence of my argument. I’m arguing for embracing more creative ways to teach the non-core subjects that will also support and apply the core skills.
Everything that can be taught outside the classroom, should be taught outside the classroom. Schools could become arbiters of real life experiences rather than child corrals. I guess that’s where many home-edders are coming from. The logistics would be horrendous and state funding would have to be massively increased, but it’s a thought.
The British Museum was commissioned by the Department for Education to create resources for the new history curriculum at Key Stage 2 and 3, 
kim biddulph 